Vol. 20 No. 2 Suppl. (2022): Celebrating 100 Years since Reuven Feuerstein’s Birth

Editors: Daniele Morselli & Ulrike Stadler-Altmann

Publié-e: 2022-10-30

Pages liminaires

• Front Matter

  i-ii

  • PDF (English)

Table des matières

• Indice

  iii

  • PDF (English)

Éditorial

• Celebrating 100 years since Reuven Feuerstein’s Birth

  Daniele Morselli, Ulrike Stadler-Altmann

  iv-ix

  • PDF (English)

Articles

• Mediated Learning Strategies in Families with Children with Disabilities: A Literature Review

  Francesca Granone, Martin Stokke, Sandra Damnotti, Chiara Chicco

  1-14

  • PDF (English)

• Vygotsky’s and Feuerstein’s Theories for the 21st century

  Alex Kozulin

  15-22

  • PDF (English)

• Why Feuerstein Remains Important in the 21st Century: to Improve Thinking Skills and Inclusive Education – Reflections at the Occasion of the 100th birthday of Reuven Feuerstein

  Jo Lebeer

  23-33

  • PDF (English)

• Construction Versus Closed Analogies: Effects of Mediation and Relation to Working Memory

  David Tzuriel

  34-49

  • PDF (English)

• "Brain training": Two Types of Approaches to Intervention, and Two Approaches to Evaluation

  Dorothy Howie

  50-59

  • PDF (English)

• The Mediated Learning Experience Contribution to the Therapeutic Process

  Louis Falik

  60-70

  • PDF (English)

• L’International Center for Studies on Educational Methodologies: Storia di un progetto

  Sandra Damnotti

  71-82

  • PDF (Italiano)

• Il lesson planning: dal Metodo Feuerstein alla lezione curriculare

  Michela Minuto, Renato Ravizza

  83-92

  • PDF (Italiano)

• La rilevanza degli aspetti cognitivi nel processo educativo alla scuola primaria

  Chiara Leoni, Lucia Papa

  93-106

  • PDF (Italiano)

• LPAD: uno strumento per la scuola di domani

  Gabriella Masciavè, Donata Raddi

  107-115

  • PDF (Italiano)

• L’esperienza di formazione al Programma di Arricchimento Strumentale dell’IRRSAE-ER: Ricadute sulla professionalità docente

  Paola Vanini

  116-123

  • PDF (Italiano)